Karen McLean , Susan Edwards , Timothy Katiba , Jacinta Bartlett , Michele Herrington , Maria Evangelou , Michael Henderson , Andrea Nolan , Helen Skouteris
{"title":"Beneficial outcomes and features of playgroup participation for children and adult caregivers: A systematic review of the literature","authors":"Karen McLean , Susan Edwards , Timothy Katiba , Jacinta Bartlett , Michele Herrington , Maria Evangelou , Michael Henderson , Andrea Nolan , Helen Skouteris","doi":"10.1016/j.edurev.2022.100493","DOIUrl":null,"url":null,"abstract":"<div><p>Playgroups are a unique form of early childhood education<span> and care provision involving children and their adult caregivers attending and participating in shared play. Playgroups are known to promote positive social and educational outcomes for children and adult caregivers (e.g., parents, carers, or kinship members), however, the playgroup research is not well summarised for confirming beneficial outcomes for children and their caregivers, alongside insight into the features of provision pertaining to playgroups in practice. To advance the field, this systematic literature review sought to identify the beneficial outcomes of playgroup participation for children and their adult caregivers and any indicated primary and secondary features of playgroup provision in practice. Forty studies met the inclusion criteria. Findings indicated several beneficial outcomes for children and adult caregivers, including amongst others, social and emotional beneficial outcomes for children and social connections and support for adult caregivers. Findings also suggested four primary and three secondary features of provision. Primary features were facilitator, play activities, safe welcoming space and routines and structure. Secondary features were service networks, materials and venue. Analysis of the reported measures used in the studies to establish beneficial outcomes for children and adult caregivers show a reliance on interviews and non-validated measures. Further research is needed using validated measures and to establish how beneficial outcomes of playgroup participation for children and adult caregivers are related to features of provision in practice.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X22000628","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Playgroups are a unique form of early childhood education and care provision involving children and their adult caregivers attending and participating in shared play. Playgroups are known to promote positive social and educational outcomes for children and adult caregivers (e.g., parents, carers, or kinship members), however, the playgroup research is not well summarised for confirming beneficial outcomes for children and their caregivers, alongside insight into the features of provision pertaining to playgroups in practice. To advance the field, this systematic literature review sought to identify the beneficial outcomes of playgroup participation for children and their adult caregivers and any indicated primary and secondary features of playgroup provision in practice. Forty studies met the inclusion criteria. Findings indicated several beneficial outcomes for children and adult caregivers, including amongst others, social and emotional beneficial outcomes for children and social connections and support for adult caregivers. Findings also suggested four primary and three secondary features of provision. Primary features were facilitator, play activities, safe welcoming space and routines and structure. Secondary features were service networks, materials and venue. Analysis of the reported measures used in the studies to establish beneficial outcomes for children and adult caregivers show a reliance on interviews and non-validated measures. Further research is needed using validated measures and to establish how beneficial outcomes of playgroup participation for children and adult caregivers are related to features of provision in practice.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.